Tuesday, October 22, 2013
Breakout Session 5: 8:50-9:50am
Unless otherwise noted, there are two 30-minute presentations in each breakout session.
Each session's presentations will be in the order listed.
Each session's presentations will be in the order listed.
Session 5A (One Hour Session)
Location: Grand Ballroom A
Teachers Answer the Question of Why They Stayed
Sarah Coy, Dr. Christie Bledsoe & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Sarah Coy, Dr. Christie Bledsoe & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Much of the research on teacher retention focuses on the negative reasons why teachers leave the profession. However, in a time of increasing standards and accountability, many teachers do remain in the profession for their careers. Veteran teachers are a phenomenon in education, and the focus of this study is why effective teachers choose to remain in the classroom. The results of this study may provide insights into what support systems new teachers need to stay in the profession.
Session 5B
Location: Grand Ballroom B
Facilitator: Amanda Rudolph
Facilitator: Amanda Rudolph
Effective Educator Training Includes the McKinney-Vento Law and its Legal Implications, the Signs of Homelessness and the New PEIMS Indicator
Dr. Vicky S. Dill
The Charles A. Dana Center, The University of Texas at Austin
Dr. Vicky S. Dill
The Charles A. Dana Center, The University of Texas at Austin
As Texas laws change to now mandate canvassing for PEIMS of each student’s housing situation, new educators need to understand how to identify and “count” homeless students and provide them their rights under the law. Who is “homeless”? How does an exemplary district handle the provisions of The McKinney-Vento Act? The Texas Homeless Education Office can attest to the injury to students and districts when teachers and administrators graduate without knowledge of this law, and can declare the immense value to students and their families when the law is carefully and compassionately followed.
Presentation
Presentation
Children in Poverty: Kindergarten Readiness and Enrollment Trends
Christi Emerson, Melissa Heltenberg & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Christi Emerson, Melissa Heltenberg & Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Current trends indicate the percentage of American children in poverty continues to rise. In 2011, the national percentage of children in poverty was 20.7% while the percentage of Texas children living in poverty was 24.7%. Due to the effects of poverty on children’s ability to learn, educational systems, such as Texas, are faced with challenges related to readiness, enrollment, and retention. Current data reveals that Texas has an increasingly economically disadvantaged population and with the expectation of continued population expansion, there is a need for more prekindergarten programs to prepare Texas children for further education and ensure future success.
Presentation
Presentation
Session 5C
Location: Grand Ballroom C
Facilitator: John Miazga
Facilitator: John Miazga
Narrative Analysis of Pre-Service Teachers Learning About Race
Glenda Moss & Larry Bryant
University of North Texas at Dallas
Glenda Moss & Larry Bryant
University of North Texas at Dallas
The presenters will share their research design that created a setting for pre-service teachers to engage in watching a series of three race films, write critical self-reflections, and dialogue with peers concerning race. The presenters will outline their research process and preliminary
findings.
Handout: Building a Community of Multicultural Practice through Critical Conversations
Handout: Critical Dialogue
findings.
Handout: Building a Community of Multicultural Practice through Critical Conversations
Handout: Critical Dialogue
Educating Peter, Phuong, and Picasso: Preparing Pre-Service Teachers to Meet the Needs of Special Populations in the 21st Century
Dr. Carol McGaughey
Houston Baptist University
Dr. Carol McGaughey
Houston Baptist University
This presentation delineates the restructuring of undergraduate initial certification programs to better prepare students for the diversity in the 21st century classroom. Additional courses in Special Education; which meet state requirements regarding the identification and teaching strategies for children with dyslexia; English as a Second Language, and Gifted Education were added and a collaborative component of inclusion of the importance of differentiating curriculum was imbedded in each teacher education course. Technology integration, RTI, and multiple methodologies were modeled across disciplines with the emphasis on meeting the unique learning needs of Special Populations to assist each learner to achieve his/her potential.
Session 5D
Location: Conference Center A
Facilitator: Krystal Goree
Facilitator: Krystal Goree
One University's Story of Online Teacher Education: Reflecting Back and Projecting Forward
Dr. Darla Baggett, LeTourneau University
Dr. Elaine Hendrix, University of Houston-Clear Lake
Becky Birdsong, LeTourneau University
Dr. Darla Baggett, LeTourneau University
Dr. Elaine Hendrix, University of Houston-Clear Lake
Becky Birdsong, LeTourneau University
In 2007, one east Texas university teacher education program was charged with exploring the possibility of expanding from a traditional delivery format to a totally online format in an effort to provide higher education opportunities to the non-traditional post-secondary student. In 2008, the challenge became a reality, as an online undergraduate program was launched, followed in 2009 by an online M.Ed. program. This presentation focuses on an on-going evaluation of this program, reflecting on five years of progress and utilizing gleaned information to refine and further develop a nationally-ranked online learning experience. Lessons learned through this journey will be shared.
Handout
Checklist
Handout
Checklist
It's Alive! The Building of a Comprehensive Course Binder
Dr. Deborah Davis
Texas A&M University-Central Texas
Dr. Deborah Davis
Texas A&M University-Central Texas
This practical application presentation is based on the steps taken in the creation of a course binder for TEA review. The backward design process of aligning the course to the standards, supporting the domains and competencies, including the AVID strategies, and providing for student growth in knowledge and professionalism proved daunting. To complete this task, templates were developed to provide structural support in the creation of plans for presenting and assessing the components of the course. Templates and examples of all of the resources will be provided.
Handouts:
Correlation Chart
Curriculum Alignment
PPR EC Alignment
Table of Contents
Handouts:
Correlation Chart
Curriculum Alignment
PPR EC Alignment
Table of Contents
Session 5E (One Hour Session)
Location: Conference Center B
SESSION CANCELLED- Teaching Multi-Sensory Phonics/Reading and Increasing Comprehension
Dr. Karen Taylor Backor
Schreiner University
Dr. Karen Taylor Backor
Schreiner University
This session includes multi-sensory strategies and activities that engage students in their process of learning phonics and reading while increasing comprehension. This session will be beneficial for classroom teachers, reading specialist, administrators, professors of reading, and teacher candidates.
Session 5F
Location: Bolo's PDR
Facilitator: Grant Simpson
Facilitator: Grant Simpson
Integrating the Texas College and Career Readiness Standards: Perspectives on Undergraduates and Graduate Level Teacher Preparation Programs and Practices
Dr. Heather Haynes-Smith, Texas Woman's University
Dr. Neva V. Cramer, Schreiner University
Dr. Stephanie Grote-Garcia, University of the Incarnate Word
Dr. Heather Haynes-Smith, Texas Woman's University
Dr. Neva V. Cramer, Schreiner University
Dr. Stephanie Grote-Garcia, University of the Incarnate Word
This presentation will provide examples and strategies for integrating the Texas College and Career Readiness Standards (CCRS) into programs and coursework. The presenters, representing three Texas universities, will share their thoughts and experiences on integration in three areas: undergraduate coursework, graduate coursework, and overall program implementation.
Presentation
Presentation
Multiple Perspectives: Meeting Campus Needs Through the Teacher Preparation Initiative
Dr. Season Mussey, Texas A&M University-Central Texas
Beth Parker, AVID for Higher Education Teacher Preparation Initiative
Dr. Season Mussey, Texas A&M University-Central Texas
Beth Parker, AVID for Higher Education Teacher Preparation Initiative
This session will focus on the implementation of the AVID Teacher Preparation Initiative (TPI). Two different universities participating in the TPI will discuss the impact of the initiative on their respective colleges of education and departments of curriculum and instruction. Specifically, they will discuss the ways the TPI has assisted in: 1.) enhancing morale, 2.) increasing cohesiveness, 3.) strengthening leadership on two campuses, and 4.) expanding teacher candidates’ understanding of how to teach a broad spectrum of students using specific instructional tools. Both student and faculty responses to implementation will be considered, with a particular focus on the perspective of the liaisons from multiple campuses and AVID’s Teacher Preparation Initiative Project Manager.
Handout
Handout
Session 5G
Location: Colonnade C
Facilitator: Robert Burgin
Facilitator: Robert Burgin
Helping Hispanic Teacher Candidates Navigate a University Teacher Education Program with an Advisement Checklist
Dr. Criselda Garcia & Dr. Salvador Hector Ochoa
The University of Texas Pan American
Dr. Criselda Garcia & Dr. Salvador Hector Ochoa
The University of Texas Pan American
In a border institution, in a predominately Hispanic Teacher Education Program, an administrative team developed a practical advisement checklist as a tool to assist teacher candidates and faculty, navigate through the numerous program, testing, degree and certification requirements. With decreasing certification rates at this institution, the teacher educator leaders sought new ways to support pre-service teachers, many whom are first-generation students and transfers from the local community college. By using the cohort
model, students are supported from point of entry throughout the program with the culminating student teaching experience and on to certification.
model, students are supported from point of entry throughout the program with the culminating student teaching experience and on to certification.
Pairing the Novice and the Expert: building an Effective Mentoring Partnership Between K-12 Ed.D. Candidates and Teacher Preparation Candidates in an Education Preparation Program
Dr. Nancy McLaughlin
Dallas Baptist University
Dr. Nancy McLaughlin
Dallas Baptist University
This past fall and spring semesters brought an opportunity to partner beginning teacher candidates enrolled in Foundations of Education with doctoral candidates enrolled in the Ed.D. Educational Leadership program on the campus of Dallas Baptist University. The focus, building one-on-one mentoring relationships, resulted in opportunities for both sets of students to increase their knowledge and skills as the teacher candidates learned about teaching and learning from the ground up from experienced professionals including teachers and administrators and the doctoral candidates practiced their skills at mentoring, interviewing and nurturing future teachers early in their teacher preparation program. Opportunities to build long-lasting relationships and win-win situations for both parties were the result.
Handout
Handout
Session 5H
Location: Colonnade AB
Facilitator: Sue Owens
Facilitator: Sue Owens
Mindfulness and Teacher Education
Dr. Jane Devick-Fry
University of Houston Victoria
Dr. Jane Devick-Fry
University of Houston Victoria
Mindfulness in teaching is an essential ingredient to promote in teacher education programs. Being a 21st century teacher carries a complicated mix of challenges. Teachers must learn how to become mindful while teaching to help themselves and students reach their social, emotional and academic potential.
Warnings, Warnings, Warnings...How Many are Enough?
William Collins
Mesquite Independent School District
William Collins
Mesquite Independent School District
So much of a teacher’s time is committed to the handful of students who are continuously disrupting the classroom and having to be addressed. “Time To Teach” is a set of classroom strategies proven to eliminate the multiple warnings and repeated requests in a way that is efficient and effective. Achievement Gaps can occur for many reasons. One significant cause is due to the disruption of the classroom because of certain student behaviors. Classroom management is a daily challenge for any educator. Whether you are the new teacher excited to take on the world or the seasoned veteran who has probably experienced about every type of student there can be, classroom management is forever a challenge.
Session 5I
Location: La Joya Ballroom
Facilitator: Jim Todd
Facilitator: Jim Todd
A Comparison of Teacher Moonlighting and Morale in Two Texas Teacher Organizations and Russia
Dr. Robert Maninger & Dr. Sam Sullivan
Sam Houston State University
Dr. Robert Maninger & Dr. Sam Sullivan
Sam Houston State University
We will compare results of a survey of two Texas teacher organizations and a Russian teacher organization regarding teacher moonlighting and morale in the teaching profession.
Student Preparation for the Future: Course Choices, High School Success, and College Matriculation
Charlotte Carlisle, DeeAnne Lumbley-Cole, Kelly Madden, Veronica Vasquez &
Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Charlotte Carlisle, DeeAnne Lumbley-Cole, Kelly Madden, Veronica Vasquez &
Dr. Marlene Zipperlen
University of Mary Hardin-Baylor
Summarizing recent research on student choices in high school courses, graduation plans and the college transition, this interactive session will look at current trends and policy decisions that impact school planning and students’ futures. Using national data from the Condition of Education 2013 report, the Texas Education Agency and the Texas Higher Education Coordinating Board, national and state trends in student participation in college-preparatory
classes, high school graduation and dropout rates and matriculation into college will be presented and analyzed. BYOD, BYOT, BYOP, or BYOPC (bring your own device, technology, phone or PC) to participate during the session.
Handout
classes, high school graduation and dropout rates and matriculation into college will be presented and analyzed. BYOD, BYOT, BYOP, or BYOPC (bring your own device, technology, phone or PC) to participate during the session.
Handout